<![CDATA[This study analyzes the effects of digital literacy, interpersonal communication, and self-regulated learning on students' critical thinking skills in economics learning at SMA Negeri 1 Sidareja. Using a quantitative survey design, this study involved 151 grade XI students selected from a population of 249 through proportional random sampling. Data were collected through a 50-item closed questionnaire with a five-point Likert scale and analyzed using multiple linear regression after validity, reliability, and classical assumption tests. The results indicate that digital literacy, interpersonal communication, and self-regulated learning are positively and significantly associated with students' critical thinking skills. The model obtained R = 0.755, R Square = 0.570, and Adjusted R Square = 0.561, showing that the three predictors explain 56.1% of the variance in critical thinking skills. Digital literacy had the strongest standardized coefficient, followed by interpersonal communication and self-regulated learning. These findings contribute to economics education by showing that students' critical thinking is shaped not only by individual learning independence, but also by their ability to evaluate digital information and participate in dialogic classroom interaction. The study suggests that economics teachers should design learning activities involving source evaluation, case-based discussion, and reflective independent tasks.]]>
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